Time Management For School Leadership (original) (raw)
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The purpose of this article is to explore both the challenges and skills needed to effectively assume a leadership position and thus to create an entry plan or ‘toolkit’ for a new rural school leader. The entry plan acts as a guide beginning principals may use to navigate the unavoidable confusion that comes with leadership. It also assists aspiring new leaders to think through, and vicariously experience, the challenges they may face in a leadership role. If focuses on three specific areas most relevant to rural principals: Dealing with professional isolation and loneliness; Getting to know and thriving in a rural community, and Basic management skills for the lone administrator. It provides a series of tools that beginning principals may find useful as they embark on a leadership journey in a rural setting and also identifies the specific skills various stakeholder groups perceive as most important for rural school leaders.
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Principals and special education: The critical role of school leaders
Retrieved August, 2003
Prepared for the Center on Personnel Studies in Special Education and the National Clearinghouse for Professions in Special Education ... Center on Personnel Studies in Special Education ... Center on Personnel Studies in Special Education ... COPSSE research is focused on ...
Field Investigation of On-the-Job Behavior of an Elementary School Principal
2000
This paper reports on a study that investigated the managerial behavior of a principal for 16 consecutive days in a rural elementary -school setting in Northeastern. Mississippi. According to available literature, no previously reported study has used direct observation to study an elementary school principal at work for longer than a week. Four particular areas were investigated: (1) amount of time spent on 10 administrative activities; (2) amount of time the principal spent participating in scheduled and unscheduled meetings and conferences; (3) the number of personal interactions on a daily basis; and (4) the number of times that the principal was interrupted while involved in office-related tasks or activities. Findings indicated that the principal spent the majority of her time managing by walking about the buildings and grounds, handling personnel matters, performing office-related tasks, disciplining students, and working with parents. The findings also revealed that the principal spent nearly 25 percent of her time on the job participating in scheduled and unscheduled meetings, and conferences. These findings indicate that preparation programs need to train elementary school principals to cope successfully with a role characterized by brevity, variety, and fragmentation. Principals need also to be taught how to manage by walking about, supervise human resources, perform office-related tasks efficiently, involve parents in their children's education, and improve education. (Contains 16 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document.
The purpose of this study was to investigate the extent to which professional development predicts principals’ instructional leadership in order to identify whether a relationship exists between the duration of principals’ participation in distinct professional development activities and their perceived practice of instructional leadership while controlling for several principal and school characteristics. The data employed in this study came from the 2013 teaching and learning international survey, which was conducted by the organisation for economic co-operation and development. Four multivariate regression models with the country-controlled dummy variable were implemented in the analysis of the data. The results indicated that the more principals take part in contemporary professional development activities such as professional networking, mentoring and research activities, the more often they engage in instructional leadership practices. However, no relationship between more traditional types of professional development activities, such as courses, conferences, and observational visits, and principals’ instructional leadership, was found. The results have substantial implications for policy-makers and practitioners worldwide, suggesting that any professional development designed to get principles involved in more instructional leadership practices should be based on the contemporary type of professional development activities.
The aim of this paper is to shed light on aspects of the charter school debate that arguably receive less attention—teacher management and resource acquisition (beyond the funding and inputs provided by the government). To do so, it presents results of a case study of the “Concession Schools” charter school program in Bogotá, Colombia. For teacher management, findings indicate that charter school teachers in Bogotá feel that many aspects of their work environment are positive (e.g., they participate more in group planning with other teachers, they participate more frequently in professional development, and they engage more regularly with their principals for the purpose of teaching observation, feedback, and discussion of goals and problem solving), though they also report tradeoffs in terms of job security and financial compensation. Charter schools, using the flexibility afforded them around employment, spend half as much on teachers by hiring non-unionized teachers, contracting them for periods of a year or less, imposing more stringent hiring requirements, and offering significantly lower salaries, even though charter school teachers work over 12 hours more each week than their public school counterparts. Charter schools were also found to ignore teacher pay scale regulations—based on teacher qualifications and years of experience—instead assigning hired teachers to lower compensation categories. Findings with regard to resource acquisition address differences between public and charter schools, perceptions of school leaders, and the routes to resource acquisition used by charter schools, namely: budget prioritization, donations, volunteers, partnerships, and alumni networks. Through these avenues, charter schools are able to offer supplemental health and medical services, after-school clubs, weekend engagement, university scholarships, and teacher support (e.g., no-interest loans for post-bachelor’s study), among others. Implications for future research are discussed, including the need for studies to distinguish among types of charter schools. The paper concludes that, when addressing the costs and benefits of charter schools in Colombia, we need to ask: Costs in what sense? Benefits for whom? And at whose expense?